MODULE I

LEANER-CENTERED TEACHING:
FOUNDATIONS, CHARACTERISTICS
AND PSYCHOLOGICAL PRINCIPLES

Lesson 1 Learner-Centered Teaching

Lesson 2 Philosophical Perspectives

Lesson 3 Dimensions of Learner-

Centered Teaching

Lesson 4 Learner-Centered
Psychological Principles
Legal & Policy Frameworks

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MODULE I

FACILITATING LEARNER-CENTERED TEACHING

 INTRODUCTION

This module presents learner-centered teaching specifically based on

the philosophical perspective, characteristics and psychological principles.
You will learn the cognitive and metacognitive factors to cater the
individualities of every leaners. You will also acquire knowledge about the
factors that motivates leaner to work independently and productively.
Seemingly, developmental and social factors are relevant to influence
learning environment. You will also learn the principles of learner-centered
legal and policy frameworks.

OBJECTIVES

After studying the module, you should be able to:

1. differentiate learner-centered teaching from other teaching

approaches as applied in various teaching areas.
2. discuss the need to shift from teacher-centered teaching to
learner-centered teaching based on philosophical foundations and
teaching principles.
3. discuss the varied roles of the teacher in learner-centered
teaching and learning.
4. discuss the psychological principles of learner-centeredness as a
basis for differentiated teaching to suit leaner’s gender, needs,
strengths, interests and experiences;
5. identify factors that promote learner-centeredness and motivate
learners to work productively and be accountable for their own
learning;
6. reflect on how developmental and social factors can influence
learning environments to promote fairness, respect and care; and
7. relate RA 10533 and the K-to-12 framework to the principles of
learner-centeredness.

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 DIRECTIONS/ MODULE ORGANIZER

The module contains four lessons. Read every lesson and carefully
understand then respond to the evaluation tasks given to find out how much
you have learned. Submit your output to your instructor for the course. You
can contact your course teacher and discuss during the face-to - face
meeting if you experience any difficulties.
God bless and enjoy reading…

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Lesson 1

 LEARNER-CENTERED TEACHING

"I never teach my pupils; I only attempt to provide the conditions in

which they can learn." - Albert Einstein
The phrases "Learner-centered", "learning-centered teaching" and
"student-centered learning" are used to refer to the same approach.

What is Learner-centered Teaching?

Learner-centered teaching is an approach to teaching that is
increasingly being encouraged in higher education. Learner-centered
teachers do not employ a single teaching method. This approach emphasizes
a variety of different types of methods that shifts the role of the instructors
from givers of information to facilitating student learning.

Learner-centered teaching does not use a single teaching method;

rather it emphasizes a variety of different method types that shift the role
of instructors from givers of information to facilitators of student learning or
creators of environment for learning. In learner-centered teaching, the
instructor focuses on what students are learning, how they are learning, and
how they can use the learning (Weimer, 2002).

Learners are the focus and they play the center role where they are
actively engaged in their learning process in a collaborative nature along
with their peers and under the guidance of their teacher. Students turn into
active learners where they learn by doing, engaging, and interacting. The
teacher takes a back seat and students come out taking challenges and
exploring new aspects of their learning.

Pillars of the Learner-centered Teaching

• The textbook as the sole source for information is decreasing. Many
teachers supplement the textbook with additional resources to meet
the needs of students.
• Learner centered environment will require technology. A paper
based textbook cannot compete with dynamic, interactive, and on-
demand digital resources.
• Include peer learning and peer teaching as part of the instructional
method.

Characteristics of Learner-Centered Teaching

1. Engage students in the learning process. On traditional teaching in most

classes teachers are working much harder than students. Students don’t
develop sophisticated learning skills without the chance to practice and
in most classrooms the teacher gets far more practice than the students.

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With Learner-Centered Teaching students have the opportunity to

implement a real task and acquire 21st century skills and key
competences through the process.

2. Learner-centered teaching includes explicit skill instruction, students

learn how to think, solve problems, decision making, team work,
evaluate evidence, analyze arguments, generate hypotheses—all those
learning skills essential to mastering material in the discipline. They do
not assume that students pick up these skills on their own, automatically.
A few students do, but not all, research shows that learning skills
develop faster if they are taught explicitly along with the content.

3. Learner-centered teaching encourages students to reflect on what they

are learning and how they are learning it. Learner-centered teachers talk
about learning. In conversations, students write (in the e-portfolio or
diary) about what they have learned, what were their difficulties and
strengths. In class they may talk about their own learning and do pair
assessment. They challenge student assumptions about learning and
encourage them to accept responsibility for decisions they make about
learning. Learner-centered teaching includes assignment components in
which students reflect, analyze and critique what they are learning and
how they are learning it. The goal is to make students aware of
themselves as learners and to make learning skills something students
want to develop.

4. Learner-centered teaching motivates students by giving them some

control over learning processes. Teachers make most of the decisions
about learning for students. Teachers decide what students should learn,
how they learn it, the pace at which they learn, the conditions under
which they learn and then teachers determine whether students have
learned. Learner-centered teachers search out ethically responsible ways
to share responsibility with students. They might give students some
choice about which assignments they complete. They might make
classroom agreements something students can discuss. They might let
students set assignment deadlines within a given time window. They
might ask students to help create assessment criteria.

5. Learner-centered teaching encourages collaboration Learner-centered

teaching makes possible students can learn from and with others. The
teacher has the expertise and an obligation to share it, but teachers can
learn from students as well. Learner-centered teachers work to develop
structures that promote shared commitments to learning. They see
learning individually and collectively as the most important goal of any
educational experience.

The American Psychological Association divides Learner-Centered

Teaching into five domains:

1. The knowledge base. The conclusive result of decades of research on

knowledge base is that what a student already knows largely determines

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what new information he attends to, how he organizes and represents

new information, and how he filters new experiences, and even what he
determines to be important or relevant. (Alexander & Murphy, 2000)

2. Strategic processing and executive control. The ability to reflect on and

regulate one’s thoughts and behaviors is an essential aspect of learning.
Successful students are actively involved in their own learning, monitor
their thinking, think about their learning, and assume responsibility for
their own learning (Lambert & McCombs, 2000)

3. Motivation and affect. The benefits of learner-centered education

include
increased motivation for learning and greater satisfaction with school;
both of these outcomes lead to greater achievement. Personal
involvement, intrinsic motivation, personal commitment, confidence in
one’s abilities to succeed, and a perception of control over learning lead
to more learning and higher achievement in school. (Alexander &
Murphy, 2000)

4. Development and individual differences. Individuals progress through

various common stages of development, influenced by both inherited
and environmental factors.

5. Situation or context. Theories of learning that highlight the roles of

active engagement and social interaction in the students’ own construction
of knowledge. Many environmental factors including how the teacher
teaches, and how actively engaged the student is in the learning process
positively or negatively influence how much and what students learn
(Lambert & McCombs, 2000).

 LEARNING ACTIVITY
In your own words, describe learner-centered teaching.

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Lesson 2

 PHILOSOPHICAL PERSPECTIVE

Philosophy means "love of wisdom." It is made up of two Greek

words, philo, meaning love, and sophos, meaning wisdom. Philosophy helps
teachers to reflect on key issues and concepts in education, usually through
such questions.

A. Teacher-Centered Philosophies
Teacher-Centered Philosophies are essential for the longevity of
education and the continued influence of teachers in the classroom.
Teacher-centered philosophies are those that transfer knowledge from one
generation of teachers to the next. In teacher-centered philosophies, the
teacher’s role is to impart a respect for authority, determination, a strong
work ethic, compassion for others, and sensibility.

Essentialism

Essentialism is the educational philosophy of teaching basic skills.

This philosophy advocates training the mind. Essentialist educators focus on
transmitting a series of progressively difficult topics and promotion of
students to the next level or grade. Subjects are focused on the historical
context of the material world and culture, and move sequentially to give a
solid understanding of the present day. This philosophy stresses core
knowledge in reading, writing, math, science, history, foreign language, and
technology. The tools include lecturing, memorization, repetition, practice,
and assessment.

William C. Bagley (1874–1946) was one of the most influential

advocates of essentialism. Bagley believed that education was not supposed
to change society but to preserve it. At a conference for the
American Association of School Administrators in 1938, Bagley “urged
schools and educators to create what we know today to be vigilant in
sticking to the core curriculum”.

Perennialism

The aim of education is to ensure that students acquire

understandings about the great ideas of Western civilization. These ideas
have the potential for solving in any era. The focus is to teach ideas that are
everlasting, to seek enduring truths which are constant, not changing as the
natural and human worlds at their most essential level, do not change.
Teaching these unchanging principles is critical. Humans are rational beings,

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and their minds need to be developed. Thus, cultivation of the intellect is

the highest priority in a worthwhile education. The demanding curriculum
focuses on attaining cultural literacy, stressing student’s growth in enduring
disciplines.
The goal of a perennialist education is to teach students to think
rationally and develop minds that can think critically. A perennialist
classroom aims to be a closely organized and well-disciplined environment,
which develops in students a lifelong quest for the truth. Perennialists
believe that education should epitomize a prepared effort to make these
ideas available to students and to guide their thought processes toward the
understanding and appreciation of the great works, works of literature
written by history’s finest thinkers that transcend time and never become
outdated.

Perennialists are primarily concerned with the importance of mastery

of the content and development of reasoning skills. The old adage “the
more things change, the more they stay the same” summarizes the
perennialists’ perspective on education. Skills are still developed in a
sequential manner. For example, reading, writing, speaking, and listening
are emphasized in the early grades to prepare students in later grades to
study literature, history, and philosophy.

B. Learner-Centered Philosophies
Student-centered philosophies are another essential philosophy that
educators should be aware of. By focusing on the needs of students,
teachers are able to assist and teach students within the classroom ensuring
a higher level of student success. In this article three types of student-
centered philosophies will be discussed which are progressivism, social
reconstructionism, and existentialism.

Student-centered philosophies focus more on training individual

students. These philosophies place more emphasis on the individuality of
students and helping them to realize their potential. A student-centered
classroom may be less rigid or structured, less concerned about past
teaching practices and drilling academics, and more focused on training
students for success in an ever-changing world. Students and teachers
typically decide together what should be learned, as well as how this can
best be achieved.

Progressivism

Progressivism is based on the positive changes and problem-solving

approach that individuals with various educational credentials can provide
their students. Progressivist educators are outcome focused and don’t
simply impart learned facts. Teachers are less concerned with passing on
the existing culture and strive to allow students to develop an individual
approach to tasks provided to them.

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John Jacques Rousseau (1712–1778) and John Dewey (1859–1952) are

the guiding minds of progressivism. Rousseau maintained that people are
basically good and that society is responsible for corrupting them. He
supported education in nature, away from the city and the influences of
civilization, where the child’s interests (as opposed to a written set of
guidelines) would guide the curriculum.

John Dewey proposed that people learn best by social interaction and
problem solving. Dewey developed the scientific method of problem solving
and experimentalism. As a result of the varied opinions emerging from the
movement, progressivism was not developed into a formalized, documented
educational philosophy. Progressivists did, however, agree that they wanted
to move away from certain characteristics of traditional schools. In
particular, they were keen to remove themselves from the textbook-based
curriculum and the idea of teachers as disseminators of information, in favor
of viewing teachers as facilitators of thinking.

The progressivist classroom is about exploration and experience.

Teachers act as facilitators in a classroom where students explore physical,
mental, moral, and social growth. Common sights in a progressivist
classroom might include: small groups debating, custom-made activities,
and learning stations. Teachers typically walk freely among the groups,
guiding them using suggestions and thought-provoking questions.

Humanism

The roots of humanism are found in the thinking of Erasmus (1466-

1536), who attacked the religious teaching and thought prevalent in his time
to focus on free inquiry and rediscovery of the classical roots from Greece
and Rome. Erasmus believed in the essential goodness of children, that
humans have free will, moral conscience, the ability to reason, aesthetic
sensibility, and religious instinct. He advocated that the young should be
treated kindly and that learning should not be forced or rushed, as it
proceeds in stages. Humanism was developed as an educational philosophy
by Rousseau (1712-1778) and Pestalozzi, who emphasized nature and the
basic goodness of humans, understanding through the senses, and education
as a gradual and unhurried process in which the development of human
character follows the unfolding of nature. Humanists believe that the
learner should be in control of his or her own destiny. Since the learner
should become a fully autonomous person, personal freedom, choice, and
responsibility are the focus. The learner is self-motivated to achieve
towards the highest level possible. Motivation to learn is intrinsic in
humanism.

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Constructivism

Cognitivists or Constructivists believe that the learner actively

constructs his or her own understandings of reality through interaction with
objects, events, and people in the environment, and reflecting on these
interactions. Early perceptual psychologists (Gestalt psychology) focused on
the making of wholes from bits and pieces of objects and events in the
world, believing that meaning was the construction in the brain of patterns
from these pieces.

For learning to occur, an event, object, or experience must conflict

with what the learner already knows. Therefore, the learner's previous
experiences determine what can be learned. Motivation to learn is
experiencing conflict with what one knows, which causes an imbalance,
which triggers a quest to restore the equilibrium. Piaget described
intelligent behavior as adaptation. The learner organizes his or her
understanding in organized structures. At the simplest level, these are
called schemes. When something new is presented, the learner must modify
these structures in order to deal with the new information. This process,
called equilibration, is the balancing between what is assimilated (the new)
and accommodation, the change in structure. The child goes through four
distinct stages or levels in his or her understandings of the world.

Some constructivists (particularly Vygotsky) emphasize the shared,

social construction of knowledge, believing that the particular social and
cultural context and the interactions of novices with more expert thinkers
(usually adult) facilitate or scaffold the learning process. The teacher
mediates between the new material to be learned and the learner's level of
readiness, supporting the child's growth through his or her "zone of proximal
development."

 LEARNING ACTIVITY
Research atleast five (5) other theories in education, give the
information about the theory and the implications to teaching.

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Lesson 3

 DIMENSIONS OF LEARNER-CENTERED
TEACHING

Blumberg (2009) and Weimer (2013) describe dimensions of learner-

centered teaching. To achieve learner-centered teaching, teachers should
focuses in the following:

1. The Function of the Content

Teaching will be based on building a strong knowledge foundation and

to develop learning skills and learner self-awareness.

Per Blumberg (2009): “Instructor-centered approaches focus on

building a large knowledge base, perhaps at the expense of the
learners’ ability to use it or to engage in a meaningful way with the
content”. In other words, instructors “cover” the content and
construct tests to measure students’ retention (Weimer, 2013).

In a learner-centered environment, learners are aware of the reasons

for learning the content, develop ways to learn about the content
that are appropriate for the discipline, and practice solving real
world problems based upon the content.

2. The Role of the Teacher

The role of the teacher is as facilitator of the learning process. The

teacher proposes students a real task and shares some decisions
about the learning process.

In a teacher-centered approach, teachers often focus on delivering

content through lectures and demonstration. In a learner-centered
approach, the teacher assists the students with accessing and working
with content. There is a shift from teachers allocating time for
lecture preparation to time planning ways to help learners achieve
learning goals and outcomes for the course. The teacher is planning
what the learners are going to do in the class rather than preparing
slides to deliver content (Blumberg, 2009).

3. The Responsibility for Learning

The teacher creates learning environments

that motivate students to take responsibility for own learning.

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In a teacher-centered classroom, “teachers take responsibility for

their students’ learning, they define what will be learned, direct how
it will be learned, and determine how well it is learned” (Blumberg,
2009, p. 127). On the other hand, in a learner-centered approach,
the teacher assists the learners to develop and practice learning skills
that they can carry into their future as lifelong learners. Learners
develop the skills to assess their own learning and apply the learning
to their lives and interests.

4. The Purposes and Processes of Assessment

Learner-centered teaching uses assessment as a part of the

learning process, we propose use of rúbrics and the use of e-portfolio
and other ICT tools.

In a teacher-centered course, one might see course requirements

such as readings, four tests, and a final. Assessment is generally
summative, providing end of course grades. In a learner-centered
course, along with summative assessments, one might also see
multiple projects with self-assessment and reflection, self-tests,
clickers for feedback about student understanding of concepts, etc.
Assessment continuously provides feedback to learners.

5. The Balance of Power

Learner-centered teaching does not remove the power or authority of

the teacher. Rather, learners share some of the power in the
classroom. Unlike a teacher-driven course, learners have the option
to explore content outside the boundaries of what instructors have
provided. They have opportunities to express alternative opinions and
choose different ways to apply content. Learners even have some
power to assist in making policies for the course.

Learner-centered teaching can reframe how we think about teaching,

but it does not erase the significance of the teacher to impact
learning, nor does it entirely eradicate traditional methods of
teaching. For example, sometimes lecturing is the best method of
transferring content to learner. As novice learners, students often
need help to access content and determine what is important.

 LEARNING ACTIVITY
Discuss the varied roles of the teacher in each of the five
dimensions of Lerner-centered teaching.

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Lesson 4

 LEARNER-CENTERED PSYCHOLOGICAL
PRINCIPLES; LEGAL & POLICY FRAMEWORKS

COGNITIVE AND METACOGNITIVE FACTORS

1. Nature of the Learning Process

The learning of a complex subject matter is most effective
when it is an intentional process of constructing meaning from
information and experience.
There are different types of learning processes; for example, habit
formation in motor learning, and learning that involves the generation of
knowledge or cognitive skills, and learning strategies. Learning in schools
emphasizes the use of intentional processes that students/learners can use
to construct meaning from information, experiences, and their own thoughts
and beliefs. Successful learners are active, goal-directed, self-regulating,
and assume personal responsibility for contributing to their own learning.

2. Goals of the Learning Process

The successful learner, overtime and with support and
instructional guidance, can create meaningful, coherent representations
of knowledge.
Strategic nature of learning requires students/learners to be goal-
directed. Initially, students’ short-term goals and learning may be sketchy in
an area, but over time their understanding can be refined by filling gaps,
resolving inconsistencies, and deepening their understanding of the subject
matter so that they can reach longer-term goals.

3. Construction of Knowledge
The successful learner can link new information with existing
knowledge in meaningful ways.
Knowledge widens and deepens as students continue to build links
between new information and experiences and their existing knowledge
base. The nature of these links can take a variety of forms, such as adding
to, modifying, or reorganizing existing knowledge or skills.
However, unless new knowledge becomes integrated with the
learner’s prior knowledge and understanding, this new knowledge remains
isolated, cannot be used most effectively in new tasks, and does not
transfer readily to new situations.

4. Strategic Thinking
The successful learner can create and use a repertoire of thinking
and reasoning strategies to achieve complex learning goals.
Successful learners use strategic thinking in their approach to
learning, reasoning, problem solving, and concept learning. They understand
and can use a variety of strategies to help them reach learning and

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performance goals, and to apply their knowledge in novel situations.

Learning outcomes can be enhanced if educators assist learners in
developing, applying, and assessing their strategic learning skills.

5. Thinking About Thinking

Higher order strategies for selecting and monitoring mental
operations facilitate creative and critical thinking.
Successful learners can reflect on how they think and learn, set
reasonable learning or performance goals, select potentially appropriate
learning strategies or methods, and monitor their progress toward these
goals. Instructional methods that focus on helping learners develop these
higher order (metacognitive) strategies can enhance student learning and
personal responsibility for learning.

6. Context of Learning
Learning is influenced by environmental factors, including
culture, technology and instructional practices.
Learning does not occur in a vacuum. Teachers play a major
interactive role with both the learner and the learning environment.
Cultural or group influences on students can impact many educationally
relevant variables, such as motivation, orientation toward learning, and
ways of thinking. Technologies and instructional practices must be
appropriate for learners’ level of prior knowledge, cognitive abilities, and
their learning and thinking strategies. The classroom environment,
particularly the degree to which it is nurturing or not, can also have
significant impacts on student learning.

MOTIVATIONAL AND AFFECTIVE FACTORS

1. Motivational and Emotional Influences on Learning

What and how much is learned is influenced by the learner’s
motivation. Motivation to learn, in turn, is influenced by the individual’s
emotional states, beliefs, interests and goals, and habits of thinking.
The rich internal world of thoughts, beliefs, goals, and expectations
for success or failure can enhance or interfere with the learner’s quality of
thinking and information processing. Students’ beliefs about themselves as
learners and the nature of learning have a marked influence on motivation.
Motivational and emotional factors also influence both the quality of
thinking and information processing as well as an individual’s motivation to
learn. Positive emotions, such as curiosity, generally enhance motivation
and facilitate learning and performance. Mild anxiety can also enhance
learning and performance by focusing the learner’s attention on a particular
task. However, intense negative emotions (e.g., anxiety, panic, rage,
insecurity) and relative thoughts (e.g., worrying about competence,
ruminating about failure, fearing punishment, ridicule or stigmatizing
labels) generally detract from motivation, interfere with learning, and
contribute to low performance.

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2. Intrinsic Motivation to Learn.

The learner’s creativity, higher order thinking, and natural
curiosity all contribute to motivation to learn. Intrinsic motivation is
stimulated by tasks of optimal novelty and difficulty relevant to personal
interests, and providing for personal choice of control.
Curiosity, flexible and insightful thinking, and creativity are major
indicators of the learners’ intrinsic motivation to learn, which is in large
part a function of meeting basic needs to be competent and to exercise
personal control. Intrinsic motivation is facilitated on tasks that learners
perceive as interesting and personally relevant and meaningful, appropriate
in complexity and difficulty to the learners’ abilities, and on which they
believe they can succeed. Intrinsic motivation is also facilitated on tasks
that are comparable to real-world situations and meet needs for choice and
control. Educators can encourage and support learners’ natural curiosity and
motivation to learn by attending to individual differences in learners’
perception of optimal novelty and difficulty, relevance, and personal choice
and control.

3. Effects of Motivation on Effort.

Acquisition of complex knowledge and skills requires extended
learner effort and guided practice. Without learners’ motivation to learn,
the willingness to exert this effort is unlikely without coercion.
Effort is another main indicator of motivation to learn.
The acquisition of complex knowledge and skills demands the investment of
considerable learner energy and strategic effort, along with persistence
over time. Educators need to be concerned with facilitating motivation by
strategies that enhance learner effort and commitment to learning and to
achieving high standards of comprehension and understanding. Effective
strategies include purposeful learning activities, guided by practices that
enhance positive emotions and intrinsic motivation to learn, and methods
that increase learners’ perceptions that a task is interesting and personally
relevant.

DEVELOPMENTAL and SOCIAL FACTORS

1. Developmental Influences on Learning

As individuals develop, there are different opportunities and
constraints for learning. Learning is most effective when differential
development within and across physical, intellectual, emotional, and
social domains is taken into account.
Individuals learn best when material is appropriate to their
developmental level and is presented in an enjoyable and interesting way.
Because individual development varies across intellectual, social,
emotional, and physical domains, achievement in different instructional
domains may also vary. Overemphasis on one’s type of developmental
readiness–such as reading readiness, for example–may preclude learners
from demonstrating that they are more capable in other areas of
performance. The cognitive, emotional and social development of individual
learners and how they interpret life experiences are affected by prior
schooling, home, culture, and community factors. Early and continuing

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parental involvement in schooling, and the quality of language interactions

and two-way communications between adults and children can influence
these developmental areas. Awareness and understanding of developmental
differences among children with and without emotional, physical, or
intellectual disabilities, can facilitate the creation of optimal learning
contexts.

2. Social Influences on Learning

Learning is influenced by social interactions, interpersonal
relations, and communication with others.
Learning can be enhanced when the learner has an opportunity to
interact and to collaborate with others on instructional tasks. Learning
settings that allow for social interactions, and that respect diversity,
encourage flexible thinking and social competence. In interactive and
collaborative instructional contexts, individuals have an opportunity for
perspective taking and reflective thinking that may lead to higher levels of
cognitive, social, and moral development, as well as self-esteem. Quality
personal relationships that provide stability, trust, and caring can increase
learners’ sense of belonging, self-respect and self-acceptance, and provide
a positive climate for learning. Family influences, positive interpersonal
support and instruction in self-motivation strategies can offset factors that
interfere with optimal learning such as negative beliefs about competence
in a particular subject, high levels of test anxiety, negative sex role
expectations, and unique pressure to perform well. Positive learning
climates can also help to establish the context for healthier levels of
thinking, feeling, and behaving. Such contexts help learners feel safe to
share ideas, actively participate in the learning process, and create a
learning community.

INDIVIDUAL DIFFERENCES FACTORS

1. Individual Differences in Learning

Learners have different strategies, approaches and capabilities for
learning that are a function of prior experience and heredity.
Individuals are born with and develop their own capabilities and
talents. In addition, through learning and social acculturation, they have
acquired their own preferences for how they like to learn and the pace at
which they learn. However, these preferences are not always useful in
helping learners reach their learning goals. Educators need to help students
examine their learning preferences and expand or modify them, if
necessary. The interaction between learner differences and curricular and
environmental conditions is another key factor affecting learning outcomes.
Educators need to be sensitive to individual differences, in general. They
also need to attend to learner perceptions of the degree to which these
differences are accredited and adapted to by varying instructional methods
and materials.

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2. Learning and Diversity

Learning is most effective when differences in learners’ linguistic,
cultural, and social backgrounds are taken into account.
The same basic principles of learning, motivation, and effective
instruction apply to all learners. However, language, ethnicity, race,
beliefs, and socioeconomic status all can influence learning. Careful
attention to these factors in the instructional setting enhances the
possibilities for designing and implementing appropriate learning
environments. When learners perceive that their individual differences in
abilities, backgrounds, cultures, and experiences are valued, respected, and
accommodated in learning tasks and contexts, levels of motivation and
achievement are enhanced.

3. Standards and Assessment

Setting appropriately high and challenging standards and assessing
the learner as well as learning progress including diagnostic, process, and
outcome assessment are integral parts of the learning process.
Assessment provides important information to both the learner and
teacher at all stages of the learning process. Effective learning takes place
when learners feel challenged to work towards appropriately high goals.
Therefore, appraisal of the learner’s cognitive strengths and weaknesses, as
well as current knowledge and skills, is important for the selection of
instructional materials of an optimal degree of difficulty. Ongoing
assessment of the learner’s understanding of the curricular material can
provide valuable feedback to both learners and teachers about progress
toward the learning goals. Standardized assessment of learner progress and
outcomes assessment provides one type of information about achievement
levels both within and across individuals that can inform various types of
programmatic decisions. Performance assessments can provide other sources
of information about the attainment of learning outcomes. Self-assessments
of learning progress can also improve students’ self-appraisal skills and
enhance motivation and self-directed learning.

LEGAL AND POLICY FRAMEWORKS AND LEARNER-CENTERED TEACHING

REPUBLIC ACT NO. 10533

AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY

STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF
YEARS FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND
FOR OTHER PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippines

in Congress assembled:

SECTION 1. Short Title. — This Act shall be known as the “Enhanced Basic
Education Act of 2013”.

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SEC. 2. Declaration of Policy. — The State shall establish, maintain and

support a complete, adequate, and integrated system of education relevant
to the needs of the people, the country and society-at-large.

Likewise, it is hereby declared the policy of the State that every graduate of
basic education shall be an empowered individual who has learned, through
a program that is rooted on sound educational principles and geared towards
excellence, the foundations for learning throughout life, the competence to
engage in work and be productive, the ability to coexist in fruitful harmony
with local and global communities, the capability to engage in autonomous,
creative, and critical thinking, and the capacity and willingness to transform
others and one’s self.

For this purpose, the State shall create a functional basic education system
that will develop productive and responsible citizens equipped with the
essential competencies, skills and values for both life-long learning and
employment. In order to achieve this, the State shall:

(a) Give every student an opportunity to receive quality education that is

globally competitive based on a pedagogically sound curriculum that is at
par with international standards;

(b) Broaden the goals of high school education for college preparation,
vocational and technical career opportunities as well as creative arts, sports
and entrepreneurial employment in a rapidly changing and increasingly
globalized environment; and

(c) Make education learner-oriented and responsive to the needs, cognitive

and cultural capacity, the circumstances and diversity of learners, schools
and communities through the appropriate languages of teaching and
learning, including mother tongue as a learning resource.

SEC. 3. Basic Education. — Basic education is intended to meet basic

learning needs which provides the foundation on which subsequent learning
can be based. It encompasses kindergarten, elementary and secondary
education as well as alternative learning systems for out-of-school learners
and those with special needs.

SEC. 4. Enhanced Basic Education Program. — The enhanced basic education

program encompasses at least one (1) year of kindergarten education, six
(6) years of elementary education, and six (6) years of secondary education,
in that sequence. Secondary education includes four (4) years of junior high
school and two (2) years of senior high school education.

Kindergarten education shall mean one (1) year of preparatory education for
children at least five (5) years old as a prerequisite for Grade I.

Elementary education refers to the second stage of compulsory basic

education which is composed of six (6) years. The entrant age to this level is
typically six (6) years old.

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Secondary education refers to the third stage of compulsory basic

education. It consists of four (4) years of junior high school education and
two (2) years of senior high school education. The entrant age to the junior
and senior high school levels are typically twelve (12) and sixteen (16) years
old, respectively.

Basic education shall be delivered in languages understood by the learners

as the language plays a strategic role in shaping the formative years of
learners.

For kindergarten and the first three (3) years of elementary education,
instruction, teaching materials and assessment shall be in the regional or
native language of the learners. The Department of Education (DepED) shall
formulate a mother language transition program from Grade 4 to Grade 6 so
that Filipino and English shall be gradually introduced as languages of
instruction until such time when these two (2) languages can become the
primary languages of instruction at the secondary level.

For purposes of this Act, mother language or first Language (LI) refers to
language or languages first learned by a child, which he/she identifies with,
is identified as a native language user of by others, which he/she knows
best, or uses most. This includes Filipino sign language used by individuals
with pertinent disabilities. The regional or native language refers to the
traditional speech variety or variety of Filipino sign language existing in a
region, area or place.

SEC. 5. Curriculum Development. — The DepED shall formulate the design

and details of the enhanced basic education curriculum. It shall work with
the Commission on Higher Education (CHED) to craft harmonized basic and
tertiary curricula for the global competitiveness of Filipino graduates. To
ensure college readiness and to avoid remedial and duplication of basic
education subjects, the DepED shall coordinate with the CHED and the
Technical Education and Skills Development Authority (TESDA).

To achieve an effective enhanced basic education curriculum, the DepED

shall undertake consultations with other national government agencies and
other stakeholders including, but not limited to, the Department of Labor
and Employment (DOLE), the Professional Regulation Commission (PRC), the
private and public schools associations, the national student organizations,
the national teacher organizations, the parents-teachers associations and
the chambers of commerce on matters affecting the concerned
stakeholders.

The DepED shall adhere to the following standards and principles in

developing the enhanced basic education curriculum:

(a) The curriculum shall be learner-centered, inclusive and developmentally

appropriate;

(b) The curriculum shall be relevant, responsive and research-based;

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(c) The curriculum shall be culture-sensitive;

(d) The curriculum shall be contextualized and global;

(e) The curriculum shall use pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative and integrative;

(f) The curriculum shall adhere to the principles and framework of Mother
Tongue-Based Multilingual Education (MTB-MLE) which starts from where the
learners are and from what they already knew proceeding from the known
to the unknown; instructional materials and capable teachers to implement
the MTB-MLE curriculum shall be available;

(g) The curriculum shall use the spiral progression approach to ensure
mastery of knowledge and skills after each level; and

(h) The curriculum shall be flexible enough to enable and allow schools to
localize, indigenize and enhance the same based on their respective
educational and social contexts. The production and development of locally
produced teaching materials shall be encouraged and approval of these
materials shall devolve to the regional and division education units.

SEC. 6. Curriculum Consultative Committee. — There shall be created a

curriculum consultative committee chaired by the DepED Secretary or
his/her duly authorized representative and with members composed of, but
not limited to, a representative each from the CHED, the TESDA, the DOLE,
the PRC, the Department of Science and Technology (DOST), and a
representative from the business chambers such as the Information
Technology – Business Process Outsourcing (IT-BPO) industry association. The
consultative committee shall oversee the review and evaluation on the
implementation of the basic education curriculum and may recommend to
the DepED the formulation of necessary refinements in the curriculum.

SEC. 7. Teacher Education and Training. — To ensure that the enhanced

basic education program meets the demand for quality teachers and school
leaders, the DepED and the CHED, in collaboration with relevant partners in
government, academe, industry, and nongovernmental organizations, shall
conduct teacher education and training programs, as specified:

(a) In-service Training on Content and Pedagogy — Current DepED teachers

shall be retrained to meet the content and performance standards of the
new K to 12 curriculum.

The DepED shall ensure that private education institutions shall be given the
opportunity to avail of such training.

(b) Training of New Teachers. — New graduates of the current Teacher

Education curriculum shall undergo additional training, upon hiring, to
upgrade their skills to the content standards of the new curriculum.
Furthermore, the CHED, in coordination with the DepED and relevant

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stakeholders, shall ensure that the Teacher Education curriculum offered in

these Teacher Education Institutes (TEIs) will meet necessary quality
standards for new teachers. Duly recognized organizations acting as TEIs, in
coordination with the DepED, the CHED, and other relevant stakeholders,
shall ensure that the curriculum of these organizations meet the necessary
quality standards for trained teachers.

(c) Training of School Leadership. — Superintendents, principals, subject

area coordinators and other instructional school leaders shall likewise
undergo workshops and training to enhance their skills on their role as
academic, administrative and community leaders.

Henceforth, such professional development programs as those stated above

shall be initiated and conducted regularly throughout the school year to
ensure constant upgrading of teacher skills.

SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering

and Other Specialists in Subjects With a Shortage of Qualified Applicants,
Technical-Vocational Courses and Higher Education Institution Faculty. —
Notwithstanding the provisions of Sections 26, 27 and 28 of Republic Act No.
7836, otherwise known as the “Philippine Teachers Professionalization Act
of 1994”, the DepED and private education institutions shall hire, as may be
relevant to the particular subject:

(a) Graduates of science, mathematics, statistics, engineering, music and

other degree courses with shortages in qualified Licensure Examination for
Teachers (LET) applicants to teach in their specialized subjects in the
elementary and secondary education. Qualified LET applicants shall also
include graduates admitted by foundations duly recognized for their
expertise in the education sector and who satisfactorily complete the
requirements set by these organizations: Provided, That they pass the LET
within five (5) years after their date of hiring: Provided, further, That if
such graduates are willing to teach on part-time basis, the provisions of LET
shall no longer be required;

(b) Graduates of technical-vocational courses to teach in their specialized

subjects in the secondary education: Provided, That these graduates possess
the necessary certification issued by the TESDA: Provided, further, That
they undergo appropriate in-service training to be administered by the
DepED or higher education institutions (HEIs) at the expense of the DepED;

(c) Faculty of HEIs be allowed to teach in their general education or subject

specialties in the secondary education: Provided, That the faculty must be a
holder of a relevant Bachelor’s degree, and must have satisfactorily served
as a full-time HEI faculty;

(d) The DepED and private education institutions may hire practitioners,
with expertise in the specialized learning areas offered by the Basic
Education Curriculum, to teach in the secondary level; Provided, That they
teach on part-time basis only. For this purpose, the DepED, in coordination

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with the appropriate government agencies, shall determine the necessary

qualification standards in hiring these experts.

SEC. 9. Career Guidance and Counselling Advocacy. — To properly guide the

students in choosing the career tracks that they intend to pursue, the
DepED, in coordination with the DOLE, the TESDA and the CHED, shall
regularly conduct career advocacy activities for secondary level students.
Notwithstanding the provisions of Section 27 of Republic Act No. 9258,
otherwise known as the “Guidance and Counselling Act of 2004”, career and
employment guidance counsellors, who are not registered and licensed
guidance counsellors, shall be allowed to conduct career advocacy activities
to secondary level students of the school where they are currently
employed; Provided, That they undergo a training program to be developed
or accredited by the DepED.

SEC. 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded

by Republic Act No. 8545, or the “Expanded Government Assistance to
Students and Teachers in Private Education Act”, shall be extended to
qualified students enrolled under the enhanced basic education.

The DepED shall engage the services of private education institutions and
non-DepED schools offering senior high school through the programs under
Republic Act No. 8545, and other financial arrangements formulated by the
DepED and the Department of Budget and Management (DBM) based on the
principles of public-private partnership.

SEC. 11. Appropriations. — The Secretary of Education shall include in the

Department’s program the operationalization of the enhanced basic
education program, the initial funding of which shall be charged against the
current appropriations of the DepED. Thereafter, the amount necessary for
the continued implementation of the enhanced basic education program
shall be included in the annual General Appropriations Act.

SEC. 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall
formulate the appropriate strategies and mechanisms needed to ensure
smooth transition from the existing ten (10) years basic education cycle to
the enhanced basic education (K to 12) cycle. The strategies may cover
changes in physical infrastructure, manpower, organizational and structural
concerns, bridging models linking grade 10 competencies and the entry
requirements of new tertiary curricula, and partnerships between the
government and other entities. Modeling for senior high school may be
implemented in selected schools to simulate the transition process and
provide concrete data for the transition plan.

To manage the initial implementation of the enhanced basic education

program and mitigate the expected multi-year low enrolment turnout for
HEIs and Technical Vocational Institutions (TVIs) starting School Year 2016-
2017, the DepED shall engage in partnerships with HEIs and TVIs for the
utilization of the latter’s human and physical resources. Moreover, the
DepED, the CHED, the TESDA, the TVIs and the HEIs shall coordinate closely

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with one another to implement strategies that ensure the academic,

physical, financial, and human resource capabilities of HEIs and TVIs to
provide educational and training services for graduates of the enhanced
basic education program to ensure that they are not adversely affected. The
faculty of HEIs and TVIs allowed to teach students of secondary education
under Section 8 hereof, shall be given priority in hiring for the duration of
the transition period. For this purpose, the transition period shall be
provided for in the implementing rules and regulations (IRR).

SEC. 13. Joint Congressional Oversight Committee on the Enhanced Basic

Educational Program (K to 12 Program). — There is hereby created a Joint
Oversight Committee to oversee, monitor and evaluate the implementation
of this Act.

The Oversight Committee shall be composed of five (5) members each from
the Senate and from the House of Representatives, including Chairs of the
Committees on Education, Arts and Culture, and Finance of both Houses.
The membership of the Committee for every House shall have at least two
(2) opposition or minority members.

SEC. 14. Mandatory Evaluation and Review. — By the end of School Year
2014-2015, the DepED shall conduct a mandatory review and submit a
midterm report to Congress as to the status of implementation of the K to
12 program in terms of closing the following current shortages: (a) teachers;
(b) classrooms; (c) textbooks; (d) seats; (e) toilets; and (f) other shortages
that should be addressed.

The DepED shall include among others, in this midterm report, the following
key metrics of access to and quality of basic education: (a) participation
rate; (b) retention rate; (c) National Achievement Test results; (d)
completion rate; (e) teachers’ welfare and training profiles; (f) adequacy of
funding requirements; and (g) other learning facilities including, but not
limited to, computer and science laboratories, libraries and library hubs,
and sports, music and arts.

SEC. 15. Commitment to International Benchmarks. — The DepED shall

endeavor to increase the per capita spending on education towards the
immediate attainment of international benchmarks.

SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days
after the effectivity of this Act, the DepED Secretary, the CHED Chairperson
and the TESDA Director-General shall promulgate the rules and regulations
needed for the implementation of this Act.

SEC. 17. Separability Clause. — If any provision of this Act is held invalid or
unconstitutional, the same shall not affect the validity and effectivity of the
other provisions hereof.

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SEC. 18. Repealing Clause. — Pertinent provisions of Batas Pambansa Blg.

232 or the “Education Act of 1982”, Republic Act No. 9155 or the
“Governance of Basic Education.

Act of 2001″, Republic Act No. 9258, Republic Act No. 7836, and all other
laws, decrees, executive orders and rules and regulations contrary to or
inconsistent with the provisions of this Act are hereby repealed or modified
accordingly.

SEC. 19. Effectivity Clause. — This Act shall take effect fifteen (15) days
after its publication in the Official Gazette or in two (2) newspapers of
general circulation.

Teaching Approaches to the K to 12 based on the principles cited in

the provision

1. INCLUSIVE- means no student is excluded from the circle of learners.

Everyone is “IN”. Teaching is for all students regardless of origin,
socio-economic background, gender, ability, nationality. NO “teacher
favorites”, NO outcast, NO PROMDI. (The word promdi is used in
Filipino which means from the province who has just come to an
urban center Metro Manila; sometimes offensive and derogatory). In
an inclusive classroom, everyone feels he/she belongs.

If you are inclusive in approach you are truly learner-centered.

2. Developmentally Appropriate- The tasks required of students are

within their developmental stages. You will not expect formal
operations thinking of kindergarten children who, according to
Piaget’s cognitive theory, are only in their pre-operational
developmental stages.

If you study the competencies of the K to 12 Curriculum per subject

you will find out that the competencies in Grade 1 are obviously more
simple compared to the competencies of Grade 7. The treatment of
subject matter increases in sophistication, however as you go up the
Grades. In Math, for instance, Grade 1 Math with a pupil “visualizing
representing numbers from 0 to 100, to 1000 Grade 2, to 10,000 in
Grade 3, to 100,000 in Grade 4 to 10,000,000 in Grade 5.

Observing developmental appropriateness is another way of

expressing learner-centeredness.

3.Responsive and Relevant- Using relevant and responsive teaching

approach means making your teaching meaningful. You can make
your teaching meaningful if you relate or connect your lessons to the
students’ daily experiences.

You make your teaching relevant when what you teach, answer their
questions and their concerns.

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4. Culture-sensitive- If your approach is culture-sensitive, you are

mindful of the diversity of cultures in your classroom.
You employ a teaching approach that is anchored on respect for
cultural diversity.
You view all learners as unique individuals realize and accept that
their varied cultural experiences, beliefs, values and language affect
their ways of thinking and interacting with others and the larger
community.

5. Contextualized and Global- You make teaching more meaningful by

putting your lesson in a context. This context may be local, national
and global. Considering development stages of learners, the context
to which the lessons in Grade 1 are connected may be local,
becoming national in Grade 4 and global in Grade 6 and beyond. For
instance, in AP you discuss family in grade 1, local community in
Grade 2, province in Grade 3 expanding country in Grade 4 up to the
international community in high school.
Contextualized teaching means exerting effort to extend
learning beyond the classroom into relevant contexts in the real
world. It also entails effort to bring outside-the classroom-realities of
academic contexts into the classroom (Brelsford, 2008).
A contextualized teaching approach is realized also when you
indigenize and localize your lessons. The Enhanced Basic Education
Act of 2013 (K to 12 Law) allows schools to localize and indigenize the
K to 12 curriculum. This is in support of a contextualized approach.
For Indigenous Peoples (IP’s), the context of your teaching is
indigenous culture. This means that you use your students’ indigenous
thought patterns, practices, materials and local celebrations to
concretize lessons.

6.Constructivist- Constructive comes from the word “construct”. If you

are constructivist in teaching approach you believe that students
learn by building upon their prior knowledge(knowledge that students
already know prior to your teaching). This prior knowledge is called a
schema. All students who come to class have prior knowledge or
schema. This is contrary to the Tabula Rasa of John Locke that
claims students’ minds are a blank slate.
Students learn when you help them connect lessons to their prior
knowledge.
Students make sense of what they are taught according to their
current conceptions. Much of what they learn are those that are
connected to their prior knowledge. (These processes are what Piaget
termed assimilation and accommodation). From the word
constructivist, in constructivist teaching it is students who construct
knowledge and meaning for themselves with teacher’s scaffolding not
teachers constructing knowledge and meaning for the students.

7. Collaborative- As the word “collaborative’ suggests this teaching

approach involves groups of students or teachers and students
working together to learn together by solving a problem, completing

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a task, or creating a product. It may be collaborative be a

collaboration of two to make a dyad or a triad or a tetrad or a group.
This may also include teacher teaching in collaboration with other
teachers like team teaching.

8. Reflective- reflective teaching as a teaching approach is making

students reflect on what they learned and on how they learned and
how to improve on their learning process.
From your perspective as a teacher, reflective teaching is thinking
over your teaching practice, why you do it, analyzing which worked
and which didn’t work and how to improve on your current practice.
It a process of self-observation and self-evaluation.

9. Spiral Progression Approach- follow a spiral progression approach,

you develop the same concepts from one grade level to the next in
increasing complexity. It is revisiting concepts at each grade level
with increasing depth. Spiral progression approach is also
interdisciplinary.

Example:
K-starts to make a graph or chart based on the information gathered.
Grade 1- organize, represent and compare data using pictographs
without scale representations and probability and explores games and
activities.
Grade 2- compare data using pictographs with scale representations
and ideas of likelihood.
Grade 3-organize and interpret data presented in tables and bar
graphs.
Grade 6- construct, read and interpret a line graph and its
corresponding table of data and solve problems involving data from a
table and a line graph; make simple predictions of events based on a
probability experiment (Source: DepEd K to 12 Curriculum Guide,
Math)

10. MTB-MLE-Based- means Mother Tongue-Based Multilingual

Education. In MTB-MLE, teaching is done in more than one language
beginning with the Mother Tongue. The Mother Tongue is used as a
medium of Instruction from K to 3 in addition to it being taught as a
subject from Grades 1 to 3. The use of the Mother Tongue as medium
of instruction eliminates the problem on language barrier in the early
grades.
With the use of the Mother Tongue as language of instruction,
it is has been observed that classes have become more interactive.
Children are now asking questions, reciting and actively participating
in class activities. Imagine a Grade I pupil learning something in a
language foreign to his/her first language. The content is difficult and
the difficulty gets compounded when the difficult content is taught in
a language that the learner does not understand.

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As RA 10533 states, Mother Tongue-Based Multilingual

Education (MTB-MLE) “starts from where the learners are and from
what they already know proceeding from the known to the unknown”.

11. Learner-centered- In a learner-centered instruction, choice of

teaching method and technique has the learner as the primary
consideration-his/her nature his/her innate faculties or abilities, how
the he/she learns, his/her developmental stage, multiple
intelligences, learning styles, needs, concerns, interests, feeling,
home and educational background.

K to 12 Framework

https://www.deped.gov.ph/wp-content/uploads/2018/07/J.Andaya-Education-
Summit.pdf

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The K to 12 Philippine Basic Education Curriculum Framework

CONTEXT
Philosophical & Legal Nature of the Learner Needs of National &
Bases Global Community

▪ RA 10533 The ▪ Has a body and ▪ Poverty reduction

Enhanced Basic spirit, intellect, and human
Education Act free will, emotions, development
▪ The 1987 Phil. multiple ▪ Strengthening the
Constitution intelligence, moral fiber of the
▪ BP 232, Education learning styles Filipino people
Act of 1982 ▪ Constructor of ▪ Development of a
▪ RA 9155, Philippine knowledge and strong sense of
Governance Act active maker of nationalism
▪ The vision, mission meaning, not a ▪ Development of
statements of DepEd passive recipient of productive citizens
▪ SOUTELE, 1976 information who contribute to
▪ The EDCOM Report of Needs of the the building of a
1991 Learner progressive, just
▪ Basic Education and humane society
Sector Reform ▪ Like skills ▪ Ensuring
Agenda (BESRA) ▪ Self-actualization environmental
▪ The Pillars of ▪ Preparation for the sustainability
Education (UNESCO) world of the work, ▪ Global partnership
entrepreneurship, for development
higher education

The K to 12 Philippine Basic Education Curriculum Framework

Holistically Developed Filipino with 21st Century Skills

Being and Becoming a Whole Person

SKILLS LEARNING AREAS

Information, Media, and Technology Language

Skills Technology and Livelihood Education
Learning and Innovation Skills (TLE)
Communication Skills Mathematics and Science
Life and Career Skills Arts and Humanities

Curriculum Support System

Teachers Materials, ICT Assessment School Schools Community
Facilities, Leadership Division Industry
and and Technical Relevance
Equipment Management Assistance and
Partnerships
Monitoring and Evaluation System

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 LEARNING ACTIVITY
Choose one (1) psychological principle and make a graphic
organizer with novel classroom practices that address the learner-
centered learning.

 MODULE SUMMARY

There are four lessons presented in Module 1. Lesson 1 describes how

learner-centered teaching applied in various teaching areas. Lesson 2
discusses the need to shift from teacher-centered teaching to learner-
centered teaching. Lesson 3 deals on the varied roles of the teacher in the
five dimensions of learner-centered teaching. Lesson 4 focuses on the
psychological principles of learner-centeredness as a basis for differentiated
teaching to cater the needs of diverse learners. And legal basis and policy
frameworks to the principles of learner-centered teaching.

 SUMMATIVE TEST

Let us check your understanding.

A. Explain in your own words the learner-centered psychological

principles of learning mention in the module. Cite atleast two
(2) classroom situations that manifest applications of the
principles.
B. Analyze then identify the provisions in RA 10533 that highlight
learner-centeredness and discuss the implications for teaching.

REFERENCES

Bilbao, Purita P., Dequilla, Ma. Asuncion Christine V., Rosano, Daisy A. &
Boholano, Helen B. (2019). Technology for Teaching and Learning 1.
LORIMAR Publishing, INC. Quezon City, Metro Manila.

Bulusan, F., Raquepo, M.R., Balmeo, M.L. & Gutierrez, J.C. (2019).
Facilitating Learner-Centered Teaching. Manila: Rex Bookstore.

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Dimensions of Learner-Centered Teaching. Retrieved from

https://teachingcommons.unt.edu/teaching-essentials/student-
learning/focusing-learning-instead-teaching

Learner-centered. Retrieved from

http://www.edu.xunta.gal/centros/cpicruce/system/files/Learnerce
ntred.pdf

Lucas, Maria Rita D. & Corpuz, Brenda B. (2014). 4 th Edition. OBE and Kto12.
Facilitating Learning: A Metacognitive Process. LORIMAR Publishing,
INC. Quezon City, Metro Manila.

Lynch, Matthew. (2016). Philosophies of Education. Retrieved on July 22,

2020 from https://www.theedadvocate.org/philosophies-education-
2-types-teacher-centered-philosophies/

Philosophical Perspective in Education. Retrieved from

https://oregonstate.edu/instruct/ed416/module1.html

Principles of Learning. Retrieved on July 25, 2020 from

https://teachingcommons.unt.edu/teaching-essentials/student-
learning/seven-principles-learning

Republic Act No. 10533 – The Enhanced Basic Education Act of 2013.
Available online at:
https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-
10533/

Singhal, D. (2017). Understanding student-centered learning and

philosophies of teaching practices. Int. J. Sci. Res. Manag, 5, 5123-
5129.

The Kto12 Curriculum Framework. Retrieve from

https://www.deped.gov.ph/wp-content/uploads/2018/07/J.Andaya-
Education-Summit.pdf

The Kto12 Curriculum Framework. Retrieved from

https://www.slideshare.net/RASBorja/k-12-framework

Module I